Report to the Legislature:
Department of Elementary and Secondary
Education's Strategic Plan
April 2010
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
This document was prepared by the
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
Board of Elementary and Secondary Education Members
Ms. Maura Banta, Chair, Melrose
Ms. Harneen Chernow, Jamaica Plain
Mr. Gerald Chertavian, Cambridge
Mr. Michael D’Ortenzio, Jr., Chair, Student Advisory Council, Wellesley
Dr. Thomas E. Fortmann, Lexington
Ms. Beverly Holmes, Springfield
Dr. Jeff Howard, Reading
Ms. Ruth Kaplan, Brookline
Dr. Dana Mohler-Faria, Bridgewater
Mr. Paul Reville, Secretary of Education, Worcester
Dr. Sandra L. Stotsky, Brookline
Mitchell D. Chester, Ed.D., Commissioner and Secretary to the Board
The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to
ensuring that all of its programs and facilities are accessible to all members of the public.
We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation.
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the
Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105.
© 2010 Massachusetts Department of Elementary and Secondary Education
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please
credit the “Massachusetts Department of Elementary and Secondary Education.”
This document printed on recycled paper
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
Massachusetts Department of
Elementary & Secondary Education
75 Pleasant Street, Malden, Massachusetts 02148-4906
Telephone: (781) 338-3000
TTY: N.E.T. Relay 1-800-439-2370
April 2010
Dear Members of the General Court:
The Department of Elementary and Secondary Education respectfully submits this Report to the
Legislature: Department of Elementary and Secondary Strategic Plan pursuant to Chapter 27 of
the Acts of 2009, line item 7010-0005:
“…, the department shall submit a progress report to the secretary of administration and
finance, the chairs of the house and senate committees on ways and means and the house
and senate chairs of the joint committee on education on efforts by the department to
further define and advance the strategic vision of the department, along with a detailed
implementation plan for realizing that vision;…”
During my first year as Commissioner of Elementary and Secondary Education in
Massachusetts, I focused on reorganizing the Department to be better positioned to add value to
our schools and districts. We developed a unit focused on Curriculum and Instruction, took on
the work of the former EQA office, added key high level staff and worked aggressively with
stakeholders across the Commonwealth to build partnerships and support to move the education
agenda in Massachusetts forward.
Throughout all of these transitions, the Department has maintained its focus on and dedication to
improving the state's public schools and providing all students with the skills needed to succeed
in college, career and life in the 21st century. To that end, the focus of the work of the
Department and the Board of Elementary and Secondary Education has centered on issues tied to
the Goals and Priorities adopted by the Board in September 2008:
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
Educator Effectiveness
Curriculum and Instruction
Accountability Redesign
Supports for Students and Families
State Leadership and Operations
Not surprisingly, these priorities were closely aligned with the four "assurance areas" in the
federal Race to the Top competition:




Great teachers and leaders
Data systems
Standards and assessment
School Turnaround.
This tight alignment meant we were well poised to develop our RTTT application, as we had
already begun thinking through many of the key issues related to the four assurance areas. While
we were not successful in Round 1 of the federal competition, we intend to reapply with an even
stronger application in Round 2.
Going forward our work will be judged on how our graduates fare in college, the workplace and
in life after high school. This is no small task, and cannot be done without the collective effort of
state, district, and school leaders, students, parents, and members of the community. Whether or
not we ultimately receive the federal RTTT dollars, I am confident the plan is the right roadmap
to ensure that every student in the Commonwealth is prepared not just to succeed, but to excel in
the 21st century.
Please feel free to contact me if you have questions.
Sincerely,
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
Table of Contents
Introduction ................................................................................................................... 1
RTTT Initiatives ............................................................................................................. 3
Progress Report on BESE Goals and Priorities ......................................................... 7
Appendix A: List of Participating Districts and Charter Schools............................ 11
Introduction
Overview
Massachusetts has worked tirelessly to earn its reputation as one of the nation’s leaders in school
reform and innovation. With the Education Reform Act of 1993, Massachusetts embarked on a
bold course for change, developing rigorous academic content and performance standards, strong
assessments, an accountability system, and a revamped school finance system that increased
levels of funding while addressing fiscal inequities.
The results are evident: Our students ranked first against their peers nationally on the National
Assessment of Educational Progress (NAEP) reading and mathematics assessments in 2005 and
2007. On the Trends in International Mathematics and Science Study (TIMSS), they ranked
second (4th grade) and first (8th grade) in science, and third (4th grade) and sixth (8th grade) in
mathematics, against their international peers.
But while every student has benefited from education reform, troubling achievement gaps
remain. On the 2009 Massachusetts Comprehensive Assessment System tests, across all grades,
64 percent of white students scored proficient or advanced in mathematics, compared with 33
percent of their African American peers. Statewide, 87 percent of white students graduate in four
years, compared with 58 percent of their Hispanic and 68 percent of their African American
peers.
These issues are what drive Massachusetts’ second phase of reform, which kicked off in 2008
with Governor Patrick’s Education Action Agenda. This robust plan was the final product of the
Commonwealth Readiness Project, which developed goals that aim to individualize learning,
develop and retain effective teachers, heighten focus on college and career readiness, and
unleash innovation and systemic change. These goals and the specific recommendations are the
foundation for Massachusetts’ Race to the Top (RTTT) proposal. They are also the cornerstone
of the groundbreaking January 2010 state legislation, which expands charter school caps,
provides additional authority and strategies to intervene in the lowest performing districts, and
creates Innovation Schools to foster greater experimentation and collaboration within districts.
Our Vision for the Future
Much of our strategic work this past year has been guided by the development of the state's Race
to the Top application. This highly competitive, landmark $4.35 billion federal grant program
was launched and aimed to assist states in implementing aggressive education reform strategies
to turn around low performing schools and support world-class teaching and learning. The
application required states to focus on four so-called "assurance areas," all of which were closely
aligned with the Goals and Priorities set by the Massachusetts Board of Elementary and
Secondary Education:
BESE Goals and Priorities
Educator Effectiveness
RTTT Assurance Areas
Great Teachers and Leaders
Curriculum and Instruction
Standards and Assessment
Data Systems
School Turnaround
Accountability Redesign
1
Supports for Students and Families
Approximately 40 states and the District of Columbia applied for funding, and 16 – including
Massachusetts – were selected as finalists in March. Massachusetts was not selected as a winner
in Round 1, but we intend to reapply for Round 2 this June.
The development of the state's application provided an opportunity for the Department’s senior
staff to think strategically with our partners about what could be accomplished in our public
schools with more than $250 million additional dollars in federal aid. With that as our goal we
developed a proposal with bold, innovative reforms, focused on putting a great teacher in every
classroom, a great leader in every school, and preparing all students for success in college, career
and in life.
Specifically the state's proposal includes four key initiatives:
1. Developing and retaining an effective, academically capable, diverse, and culturally
competent educator workforce;
2. Providing curricular and instructional resources that support teacher effectiveness and
success for all students;
3. Concentrating great instruction and supports for educators, students, and families in our
lowest performing schools; and
4. Increasing our focus on college and career readiness for all students.
These initiatives resonated with educators and district leaders across the state. Prior to our Round
1 submission, district leaders from large, small, urban, suburban and rural districts came forward
to sign Memorandums of Understanding, signaling their commitment to the plan. Of the 256 that
signed on, 147 are traditional school districts, 58 are charter schools, 31 are regional school
districts and 20 are vocational schools. The MOU process will be reopened to allow additional
districts to sign on prior to the Round 2 deadline.
2
RTTT Initiatives
Massachusetts will focus use of RTTT dollars, if awarded, to accelerate the education agenda
with the goal of transforming teaching and learning throughout the state. With the federal
funding we are confident that we will have the proposed initiatives in place within the next four
years. Without the federal funding we remain committed to the implementation of the four
initiatives. The timeline for implementation, however, will more likely be about ten years.
We have carefully selected investments that take advantage of this one-time infusion of dollars to
build knowledge, expertise, systems, tools, and resources that will continue to pay off long after
RTTT grant funding ends. The following key initiatives are included in the Race to the Top
application. For the narrative of the application, please visit:
http://www.doe.mass.edu/arra/rttt/narrative.doc.
1. Developing and retaining an effective, academically capable, diverse, and culturally
competent educator workforce
A pillar of the state’s reform plan is to develop an effective, academically capable, diverse, and
culturally competent educator workforce. We will transform the entire career continuum and
licensure system for both principals and teachers by emphasizing effectiveness as the key
barometer of progress. Reaching this goal will require rewarding practices that work, changing
practices that do not, and connecting consistent, high quality feedback to supports in the schools
and to opportunities to advance.

Embed educator effectiveness into the culture and professional processes of every
school and district: Massachusetts will develop an approach to differentiate educator
effectiveness using multiple measures, including student growth data, and align these
measures of effectiveness with decisions along the educator career continuum. We will
pursue this work in collaboration with participating LEAs and union partners,
developing new approaches to measurement and evaluation with ten pilot LEAs and
engaging regional networks to pursue this work in all participating LEAs so we can
achieve statewide implementation by the end of the grant. Measures of effectiveness
will inform local evaluation, professional development, career pathways, and the
removal of ineffective educators. The state will incorporate effectiveness measures and
performance-based components into a redesigned, tiered licensure system.

Ensure all educators receive high quality support to improve instruction and reach
their professional potential: For principals and administrators, ESE will focus its
professional development efforts on strengthening instructional leadership and
improving working conditions to better support staff. For teachers, ESE will focus on
programs and activities that support individualized instruction for each student,
including use of the PreK–12 teaching and learning system and strategies to proactively
close achievement gaps. For example, ESE will be able to provide expanded
opportunities for teachers to complete ESL category training and coursework in
mathematics content.
3
2. Providing curricular and instructional resources that support teacher effectiveness and
success for all students
Massachusetts is widely regarded for its high quality academic standards and student
assessments, but we have not provided adequate capacity and expertise to ensure that these
resources inform day-to-day teaching and learning. Few schools or districts have the capacity to
develop curriculum resources or instructional approaches powerful enough to sufficiently meet
the learning needs of every student.
The state will take the lead, collaborating with LEAs, in developing a statewide PreK–12
teaching and learning system that will provide teachers and leaders with a unified system of
standards, curricula, assessment tools, and online resources designed to support individualized
instruction in every classroom and school. The anchors of our teaching and learning system are:

Build a new suite of diagnostic assessments to ensure timely, actionable information
on student learning for teachers: The teaching and learning system will make interim,
formative, and curriculum-embedded assessments available to every educator in the
Commonwealth. ESE will provide intensive support through courses, supports for
professional learning communities, and other modes of delivery to ensure these tools and
the information generated from them inform daily classroom practice. Teachers need this
information to improve instruction and individualize learning; leaders need it to help
teachers in their schools develop; and districts need it to understand which curricula,
training, and supports for teachers are most effective.

Make high quality curriculum materials, model units, and instructional resources
accessible through a Digital Library: The PreK–12 teaching and learning system will
include model curricula units and lesson plans based on common standards that are
aligned within and across grade levels. These will be cross-linked to a Digital Library of
instructional resources, to the interim and formative assessments mentioned previously,
and to a data system for accessing timely information to address individual student needs
and improve programs. The system will also connect teachers to resources helpful to
educators in other districts and states who have successfully served students with similar
challenges.
3. Concentrating great instruction and additional supports for educators, students, and
families in our lowest performing schools
To close the achievement gap and dramatically improve dropout and graduation rates, we must
transform our lowest performing schools. This will require an infusion of additional supports to
address the challenges faced by these schools. We plan to concentrate RTTT funds on
investments to achieve the following goals:

Develop a specialized corps of educators prepared to tackle the challenges of low
achieving schools: The state will work with LEAs to accelerate the flow of highly
effective educators into these schools. We will recruit, train, support, and retain
experienced teachers and leaders to take on this unique challenge. Working with
established, Massachusetts-based experts, we will design and implement a model to
attract highly effective educators, provide them with the tools and training they need to
succeed, and retain them in the low achieving schools where they are most needed.

Provide targeted supports to meet the needs of low income students: Low income
students and families often need additional supports to help students focus on learning
and to foster school readiness among early learners. Massachusetts has identified three
4
key supports (social, emotional, and health supports; expanded learning opportunities;
and effective use of data about student learning) and will ensure that they are more
broadly available to the districts with greatest need.

Build district capacity to prevent low achievement and sustain progress:
Massachusetts’ new accountability system has improved the state’s ability to identify the
lowest performing schools and the conditions they need support to implement, but many
districts still lack the infrastructure and skills to actually create these conditions. We will
use this new system to provide targeted assistance and to increase training, consultation,
and direct service through proven partners. In addition to building district capacity, we
will also create a nonprofit turnaround intermediary to manage lead partners and school
turnaround operators.
4. Increasing our focus on college and career readiness for all students
State policy requires proficiency on rigorous grade 10 tests to graduate from high school, but
grade 10 proficiency is not a robust indicator of college and career readiness. Graduation
requirements vary between districts, and half of our high school dropouts each year had already
met state requirements for graduation. The implications are significant: more than one-third of
public high school graduates who enroll in Massachusetts public colleges take at least one
remedial course in their first semester, and nearly 20 percent of those who started out as firsttime, full-time, degree-seeking candidates drop out by their second year. We must develop
middle and high school pathways that keep students on track for high school graduation and
ensure students arrive at college with the experience and skills they need to advance and succeed.

Promote high achievement by leveraging existing policies and programs:
Massachusetts will make MassCore currently a recommended program of high school
studies the default curriculum for the Commonwealth. The state will also strengthen two
existing state programs that promote college and career readiness: the John and Abigail
Adams Scholarship program and the Certification of Occupational Proficiency by
explicitly linking them to Common Core standards and providing incentives for their
attainment. We will also build an Early Warning Indicator System to identify students at
the highest risk of dropout and develop school and district capacity to successfully
intervene early and keep students on the path to graduation.

Embed rigorous curriculum in low performing schools: We will provide funding for
LEAs with struggling schools to scale proven, rigorous college and career pathways such
as International Baccalaureate and Early College High School programs focusing on
science, technology, engineering, and mathematics. We will also engage Massachusetts
Readiness Centers to work with secondary schools, colleges, and businesses to ensure
alignment between core standards and the requirements of first-year college-creditbearing courses.
Achieving our four ambitious objectives hinges on the development of a robust state data and
information infrastructure. Through RTTT we will transform our data systems so that they can
efficiently deliver comprehensive, accessible, actionable, and timely data to all Massachusetts
K–12 educators and key stakeholders; invest in technology to support the PreK–12 teaching and
learning system and associated assessments and a more effective educator workforce; and
strengthen and expand training and supports so that educators can use data effectively to inform
instructional decisions.
5
We're ready
Massachusetts is ready and eager to embark on the next generation of reform. We have used the
RTTT planning process to mobilize stakeholders to agree on and launch new efforts; funding
will enable us to accelerate these efforts and broaden their reach statewide. With our strong
foundation, history of successful implementation, and longstanding nonpartisan political
commitment to education reform, Massachusetts has what it takes to create a public education
system that will prepare all students for success.
6
Progress Report on BESE Goals and Priorities
1. Educator Effectiveness

Established a new Center for Educator Policy, Preparation, Licensure and Leadership
Development to place the Department's work in supporting the educator continuum under
one division. Associate Commissioner David Haselkorn was hired to oversee the new
center.

Implemented new mathematics MTEL requirements for elementary and special education
teachers to ensure that all educators have a solid understanding of skills.
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Took steps to continue to develop school and district leaders: Proposed policy standards
for administrators that were approved by the Board in June 2009; continued development
of performance indicators for principals; initiated development of performance indicators
for superintendents.

Launched partnership with WGBH/WGBY to develop a Massachusetts version of
Teacher's Domain, their online multi-media classroom resource for educators, and link it
to MassONE. The Department will also work with WGBH on "High School Quiz Show,"
an academic quiz show for schools in Eastern Massachusetts.

Developed the Working Group for Educator Excellence to strengthen agency efforts
along the educator workforce development continuum.
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Renewed 45,000 educator licenses in FY09 (the five-year "bubble year" for license
renewal) and issued more than 25,000 new licenses.
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Gathered all educator collective bargaining contracts statewide to develop a free,
searchable, online database that will make them publicly available.
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Redirected the work of the Education Personnel Advisory Committee to develop a report
on the status of the Massachusetts educator workforce in 2009-2010.
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Developed new protocols for joint approval/accreditation reviews with the Teacher
Education Accreditation Council and pilot-tested an outcomes-based teacher preparation
program approval process with five organizations in the spring.
7
2. Curriculum, Instruction & Assessment

Created a Center for Curriculum and Instruction within the Department to focus on
supporting school and district efforts to improve curriculum and instruction.

Held the Department's first-ever Curriculum and Instruction summit last fall; so many
people turned out that some had to be turned away. Developed plan to hold a second
summit over two days in November 2009 to meet the increasing demand statewide for
focused curriculum and instruction support and guidance.

Signed a new 5-year, $146 million contract with Measured Progress to continue
developing the MCAS exam. The new contract includes reduced testing time and a
requirement that results be returned to schools prior to the end of the school year.

Developed and piloted a growth model to measure individual student progress over time
on MCAS. Data was publicly released in October 2009.

Launched revisions of mathematics, English language arts, and science, technology, and
engineering frameworks. All of this work will be coordinated with and tied to the
development of the national Common Core Standards.

Implemented the Educational Proficiency Plan (EPP) requirement by developing an
MCAS/EPP assessment, creating a web-based resource center of requirements and
sample documents, and holding regional trainings for districts.

Provided more than 45 free professional development institutes for the Commonwealth's
teachers during the summer of 2009 on topics ranging from Assessing English Language
Learners with Disabilities to the Massachusetts Intel Mathematics Initiative.

Provided professional development on issues related to English language learners for
elementary and secondary teachers and administrators.

Designed and implemented a new training module for elementary teachers in
collaboration with Boston College.

Collaborated with the Center for School Assistance to design and develop professional
development offerings for the newly created District and School Assistance Centers.

Awarded John and Abigail Adams Scholarships to nearly 18,000 students in the Class of
2010 whose performance was in the top quartile of their graduating class and who
attained a minimum score of Advanced on either the ELA or Mathematics MCAS exam,
and at least of Proficient on the other test.

Implemented a new MCAS appeals process for the MCAS high school competency
determination in Science and Technology/Engineering.
8

Collaborated with 14 other states to create a new Algebra II test as part of Achieve’s
American Diploma Project Algebra consortium. The Algebra II exam was administered
online in 2009 to nearly 600 high school students statewide.

Facilitated the training of nearly 5000 teachers to administer the speaking and listening
portion of the Massachusetts English Proficiency Assessment (MEPA) to students who
are limited English proficient.
3. Accountability Redesign

Absorbed the work of the former Office of Educational Quality & Accountability (EQA)
into the Department and launched an initial district evaluation in Fall River. Completed
the 15 reviews mandated for 2008-2009.

Developed, in conjunction with stakeholders, a refined accountability and assistance
model that uses districts not schools as the Department's key point of entry.

Planned development of six regional District and School Assistance Centers to better
serve the state's smaller school districts.

Coordinated accountability and compliance reviews to meet our statutory obligation to
conduct no more than one major review in any nine-month period.

Continued our evaluation of the Expanded Learning Time program and conducted
additional analyses of school and district resource allocation.

Developed self-assessment tools for districts around observing instruction and the use of
common planning time, among others.
4. Supports for Students and Families

Commissioner Chester chaired the Children's Behavioral Health Task Force.

Facilitated the development of a framework and self-assessment tool for schools to
review and document strategies that address students' behavioral health needs, to be
piloted this fall in 10 to 15 schools

Launched multiple initiatives to reduce dropouts, including the Dropout Prevention and
Recovery Work Group, the first ESE website on dropout reduction, a pilot test of an ontime graduation early warning system, and numerous engagements with stakeholders

Collaborated with other agencies to ensure a coordinated school and public health
response to the H1N1 flu epidemic.

Developed a College & Career web portal in coordination with the Massachusetts
Educational Financing Authority and Department of Higher Education, launched on a
pilot basis to 20 schools statewide in Fall 2009.
9

Worked with Department of Children and Families, Department of Youth Services, and
special education directors to better coordinate services for students, including those with
disabilities, in the custody of the Commonwealth.

Launched the Health Hints webpage, a collection of short grade-appropriate messages on
different health topics from asthma to violence prevention.

Worked with school districts and collaborated with state and local agencies to ensure the
educational rights of over 12,000 homeless children and youth.

Awarded Academic Support grants providing MCAS support programs to 18,400
students and 21st Century Community Learning Center grants providing academic
enrichment to more than 19,300 students statewide.
5. State Leadership and Operations

Reorganized the Department of Elementary and Secondary Education staff so that the
Department is better poised to implement the Board's goals and priorities.

Relocated the Department's more than 550 employees, who were working in 3 separate
work locations in Malden, into a single building at 75 Pleasant Street.

Held 11 regional meetings throughout the state on the ARRA federal stimulus funding for
education, including 2 customized for charter schools.

Held four summer seminars for ESE staff on major areas of agency policy development
and implementation.
10
Appendix A: List of Participating Districts and Charter
Schools
The 256 charter schools and school districts listed below all submitted a complete
"Memorandum of Understanding" (MOU) prior to the submission of the state's Round 1
application. By completing the MOU district leadership teams agreed to participate in specific
required initiatives and to participate in several optional projects. Only MOUs signed by each
district's superintendent, school committee chair and union president (or in the case of charter
schools, signatures of the Executive Director and chair of the Board of Trustees) were considered
complete. An additional 62 communities sent incomplete MOUs with only two of the required
three signatures. These districts are not considered to be "participating" in our Race to the Top
efforts, and will receive no additional funding.
Acushnet
Agawam
Amesbury
Amherst
Ashland
Attleboro
Auburn
Avon
Barnstable
Bedford
Belchertown
Bellingham
Belmont
Berkley
Berlin
Beverly
Billerica
Boston
Bourne
Boxborough
Brewster
Brockton
Cambridge
Carver
Chatham
Chelmsford
Chelsea
Clinton
Danvers
Dover
Dracut
East Bridgewater
Eastham
Easthampton
East Longmeadow
Waltham
Ware
Wareham
Wellfleet
Westborough
West Bridgewater
Westford
Westport
West Springfield
Westwood
Williamstown
Wilmington
Winchendon
Winchester
Woburn
Worcester
Wrentham
Excel Academy Charter
Academy Of the Pacific Rim Charter Public
Four Rivers Charter Public
Berkshire Arts and Technology Charter Public
Boston Preparatory Charter Public
Christa McAuliffe Regional Charter Public
Smith Leadership Academy Charter Public
Benjamin Banneker Charter Public
Barnstable Horace Mann Charter
Boston Day and Evening Academy Charter
Barnstable Community Horace Mann Charter Public
Edward Brooke Charter
Kipp Academy Lynn Charter
Advanced Math and Science Academy Charter
Cape Cod Lighthouse Charter
Innovation Academy Charter
Community Charter School of Cambridge
City On A Hill Charter Public
11
Edgartown
Everett
Fairhaven
Fall River
Falmouth
Fitchburg
Framingham
Freetown
Gardner
Gloucester
Grafton
Granby
Granville
Hadley
Hanover
Harwich
Haverhill
Holliston
Holyoke
Hudson
Lakeville
Lanesborough
Lawrence
Leominster
Lincoln
Longmeadow
Lowell
Lunenburg
Lynn
Malden
Mansfield
Marblehead
Marshfield
Mashpee
Mattapoisett
Maynard
Medfield
Medford
Medway
Melrose
Middleborough
Millbury
Millis
Monson
Nantucket
Natick
Needham
New Bedford
Newburyport
Newton
North Adams
Northampton
Codman Academy Charter Public
Conservatory Lab Charter
Community Day Charter Public
Sabis International Charter
Neighborhood House Charter
Abby Kelley Foster Charter Public
Foxborough Regional Charter
Benjamin Franklin Classical Charter Public
Boston Collegiate Charter
Hilltown Cooperative Charter Public
Edward M. Kennedy Academy for Health Careers
Holyoke Community Charter
Lawrence Family Development Charter
Hill View Montessori Charter Public
Lowell Community Charter Public
Lowell Middlesex Academy Charter
Marblehead Community Charter Public
Martha's Vineyard Charter
MATCH Charter Public High
Mystic Valley Regional Charter
New Leadership Charter
North Central Charter Essential
Dorchester Collegiate Academy Charter
Silver Hill Horace Mann Charter
Pioneer Valley Performing Arts Charter Public
Boston Renaissance Charter Public
River Valley Charter
Rising Tide Charter Public
Roxbury Preparatory Charter
Salem Academy Charter
Seven Hills Charter Public
Prospect Hill Academy Charter
South Shore Charter Public
Sturgis Charter Public
Atlantis Charter
Martin Luther King Jr. Charter School of Excellence
Phoenix Charter Academy
Pioneer Charter School of Science
Global Learning Charter Public
Pioneer Valley Chinese Immersion Charter
Hampden Charter School of Science
Amherst-Pelham
Berlin-Boylston
Blackstone-Millville
Bridgewater-Raynham
Concord-Carlisle
Dennis-Yarmouth
Dighton-Rehoboth
Dudley-Charlton Reg
Nauset
Freetown-Lakeville
Groton-Dunstable
12
North Andover
North Attleborough
Northborough
Northbridge
North Brookfield
Norton
Oak Bluffs
Orange
Orleans
Oxford
Palmer
Pelham
Pittsfield
Plainville
Plymouth
Provincetown
Randolph
Reading
Revere
Richmond
Rochester
Rockland
Salem
Sandwich
Saugus
Savoy
Sherborn
Shirley
Shrewsbury
Somerset
Somerville
Southborough
Southbridge
Springfield
Stoughton
Sudbury
Swampscott
Swansea
Taunton
Tisbury
Truro
Tyngsborough
Uxbridge
Gill-Montague
Hamilton-Wenham
Hawlemont
Manchester Essex Regional
Marthas Vineyard
Mendon-Upton
Narragansett
Northborough-Southborough
North Middlesex
Pioneer Valley
Quabbin
Ralph C Mahar
Silver Lake
Southwick-Tolland
Spencer-E Brookfield
Triton
Up-Island Regional
Wachusett
Quaboag Regional
Whitman-Hanson
Assabet Valley Regional Vocational Technical
Blackstone Valley Regional Vocational Technical
Cape Cod Regional Vocational Technical
Franklin County Regional Vocational Technical
Greater New Bedford Regional Vocational Technical
South Middlesex Regional Vocational Technical
Minuteman Regional Vocational Technical
Nashoba Valley Regional Vocational Technical
North Shore Regional Vocational Technical
Old Colony Regional Vocational Technical
Pathfinder Regional Vocational Technical
Southeastern Regional Vocational Technical
South Shore Regional Vocational Technical
Southern Worcester County Regional Vocational
Technical
Tri County Regional Vocational Technical
Upper Cape Cod Regional Vocational Technical
Whittier Regional Vocational Technical
Bristol County Agricultural
Essex Agricultural Technical
Norfolk County Agricultural
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